非汉字文化圈汉语初学者“文语同步”与“文语异步”教学实验研究

发布时间：2018-01-26 23:20

本文关键词： 对外汉语教学汉字教学非汉字文化圈文语同步文语异步　出处：《吉林大学》2012年硕士论文　论文类型：学位论文

【摘要】：针对非汉字文化圈汉语学习者的汉语教学，，如何处理语言教学和汉字教学的关系是教学实践中必须认真对待的问题，也是教学研究领域特别是一线教师非常关注的一个问题。在这个问题上存在着“文语同步”与“文语异步”两种主张的对立。“文语同步”与“文语异步”都有人做过研究，也有人在教学实践中做过尝试，但两种做法孰优孰劣却始终悬而未决。众所周知，对外国学生来说，汉字是汉语学习的拦路虎，很多学生因汉字难学而放弃汉语学习。如何处理好语言教学与汉字教学的关系事关教学效率的高低甚至教学的成败。目前国内教学界普遍采用“文语同步”的教学模式，“文语异步”国内虽有尝试，但未产生影响。本文对一定数量的非汉字文化圈留学生分别作了“文语同步”和“文语异步”两种不同教学模式的教学实证研究。第一组被试研究对象10名，与韩日留学生同班，进行的是“文语同步”的汉语教学模式；第二组被试研究对象8名，这8名非汉字文化圈留学生独立成班，进行的是“文语异步”的汉语教学模式。对两组被试分别进行了为期四个多月（一个学期）的教学培养研究，通过对比两组被试的听说和读写成绩，比较两种教学模式的利弊，从而得出以下结论： 1）在对外汉语教学实践中，非汉字文化圈留学生有独立成班的必要； 2）非汉字文化圈留学生初级阶段的汉语教学“文语异步”教学模式优于“文语同步”教学模式；
[Abstract]:How to deal with the relationship between language teaching and Chinese character teaching is a problem that must be taken seriously in teaching practice. It is also an issue of great concern to teachers in the field of teaching and research, especially for front-line teachers. There is a contradiction between the two propositions of "text and language synchronization" and "text and language asynchrony" on this issue. "text and language synchronization" and "text and language Asynchronous" People have done research. Some people have tried in teaching practice, but the merits of the two methods have always been unresolved. As we all know, for foreign students, Chinese characters are a hindrance to the learning of Chinese. Many students give up learning Chinese because it is difficult to learn Chinese characters. How to deal with the relationship between language teaching and Chinese character teaching has a bearing on the teaching efficiency and even the success or failure of teaching. The teaching model. Although there are attempts in China, it has no effect. In this paper, a certain number of foreign students from non-Chinese cultural circles have made an empirical study of the two different teaching modes of "text and language synchronization" and "text and language asynchrony". The first group of 10 subjects have been studied. In the same class with the Korean and Japanese students, the Chinese teaching mode of "language synchronization" is carried out; The second group of 8 subjects, the 8 non-Chinese character cultural circle students into an independent class. The two groups of subjects were studied for more than four months (one semester) of teaching training, by comparing the listening, speaking and reading and writing scores of the two groups. By comparing the advantages and disadvantages of the two teaching models, the following conclusions can be drawn: 1) in the practice of teaching Chinese as a foreign language, it is necessary for foreign students from non-Chinese culture circle to form classes independently; 2) the teaching mode of "asynchronous text and language" is better than that of "language synchronization" in the primary stage of Chinese language teaching for students from non-Chinese cultural circle;
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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